WESTERN MINDANAO STATE UNIVERSITY

COLLEGE OF LIBERAL ARTS

Zamboanga City

Filename: Exercises 10 (Empas, April Mae W. BA ELS 3A)

Coping Mechanism of Secondary School Teachers on Institution

The table presented offers a detailed summary of the coping mechanisms
frequently employed by secondary school teachers to manage the demands of their
professional roles within their institutions. Coping mechanisms refer to the strategies or
techniques individuals use to handle stress, difficulties, and challenges, especially in
demanding workplaces such as schools. The role of a secondary school teacher is
multidimensional, encompassing not only academic responsibilities but also emotional,
social, and administrative duties. Teachers frequently encounter various stressors, ranging
from student behavior and performance to administrative policies, workload, and
personal well-being. Consequently, how teachers cope with these challenges is critical to
their performance and well-being, and it ultimately influences the school environment

Kyriacou (2001) identifies institutional stressors such as “bureaucratic

requirements”, “workplace ambiguity”, and “lack of adequate resources” as major
sources of stress for teachers. According to the study, teachers face considerable
challenges in navigating these demands, which can lead to emotional exhaustion and
burnout if not effectively managed.

Skaalvik and Skaalvik (2015) conducted a study investigating how secondary

school teachers manage the stress caused by role conflict, expectations, and
administrative overload. Their results revealed that role expectations, particularly when
unclear or conflicting, exacerbate stress, leading to a significant decline in job
satisfaction. The authors emphasize that structured communication and strong
organizational support are essential in reducing stress. Teachers often cope by seeking
social support from colleagues or using time managemen techniques to better align with
institutional expectations.

Montgomery and Rupp (2005) focused on the impact of institutional policies and
administrative decisions on teachers’ mental health. They found that teachers who
advocated for better communication between staff and administration and actively
participated in policy discussions reported lower stress levels. This aligns with the
Transactional Model of Stress and Coping by Lazarus and Folkman (1984), which posits
that individuals appraise stressors and select coping strategies based on their ability to
influence outcomes. Teachers who perceive a degree of control over institutional
demands are more likely to employ problem-focused strategies, such as advocacy or
negotiation, to cope with stress effectively.

In this table below, several coping mechanisms are outlined, each representing a
specific way in which teachers address or manage stressors within the institution. These
mechanisms span different areas of interaction, including communication with
administrators, peer relationships, problem-solving strategies, emotional awareness, and
dealing with student-related issues. Each mechanism is rated based on its frequency of
application by the respondents, with the "mean" value indicating how often a particular
strategy is used on average, and the "standard deviation" indicating how consistent or
varied the responses are across the group. The "response equivalent" column classifies
each strategy as frequently applied, providing insight into how commonly these methods
are adopted by secondary school teachers as a collective. Finally, the "rank" highlights
which coping mechanisms are considered the most or least significant, based on their
application frequency.

Understanding these mechanisms is essential, as they provide a window into how

teachers balance the diverse and often overwhelming demands of their jobs. Moreover,
this data can help educational leaders and policymakers identify areas where teachers
may need additional support, training, or resources to manage the pressures of their
profession more effectively.

TABLE 10 Responses on Coping Mechanism Applied on Institution

No Items Mean Standard Response Rank

. Deviation Equivalent
1 Informs the school 3.76 .667 Frequently 7
administrator on vital and Applied
delicate issues.
2 Listens to student’s 4.06 .483 Frequently 3
problems for guidance and Applied
counseling referral.
3 Prefers working with 3.88 1.099 Frequently 8
people who are very much Applied
like him dedicated to
schoolwork.
4 Feels aware of the feeling 4.05 .903 Frequently 4
of faculty peers and Applied
students.
5 Extends recognition of 4.30 .671 Frequently 1
students in school wo are Applied
trustworthy..
6 Finds some alternatives 4.17 .733 Frequently 2
whenever confronted with Applied
problems.
7 Focuses on the comments 3.96 .701 Frequently 6
on management on Applied
behavior not on the person.
 8 Always welcome 4.04 .736 Frequently 5
constructive criticism and Applied
confrontation.

The table presents several interesting trends regarding the coping mechanisms
applied by teachers in their institutions. The most frequently applied strategy, ranked
number 1, involves extending recognition to students whom teachers perceive as
trustworthy. This coping mechanism, with a mean score of 4.30 and a standard deviation
of 0.671, indicates that trust and positive reinforcement play a crucial role in how
teachers maintain a constructive and positive relationship with their students. By
recognizing trustworthy students, teachers foster an environment of mutual respect,
which helps alleviate stress related to classroom management and discipline. This method
allows teachers to focus their energies on students who contribute positively to the class,
reinforcing a culture of accountability and trust.

In contrast, the least frequently used mechanism (Rank 8), with a mean of 3.88
and a higher standard deviation of 1.099, is the preference for working with people
similar to oneself in terms of dedication to schoolwork. This suggests that while some
teachers may seek out colleagues with whom they share common values or work habits,
others may be more flexible in their collaborations, working with diverse individuals
regardless of their specific level of commitment. The larger standard deviation for this
item suggests that teachers’ attitudes towards collaboration vary significantly, with some
highly valuing similarities in work ethics, while others are less concerned with this factor.

Other coping mechanisms, such as finding alternatives when faced with problems
(Rank 2, mean of 4.17), suggest that teachers are proactive and solutions-oriented when it
comes to overcoming challenges. This is a key indicator of resilience and adaptability, as
teachers are often confronted with unexpected issues that require quick and creative
thinking. Similarly, the mechanism of listening to students' problems for guidance and
referral (Rank 3, mean of 4.06) highlights the significant role of pastoral care in the
teaching profession. Teachers frequently serve as informal counselors for students,
listening to their concerns and referring them to appropriate resources, thereby ensuring
student well-being while also managing their own stress levels.

Overall, the consistency of the mean scores (around 4.00 for most items) reflects a
high level of agreement among teachers regarding the coping strategies they employ. The
frequent application of these mechanisms underscores their importance in helping
teachers navigate the complex and emotionally charged environment of secondary
education. Moreover, the relatively low standard deviations for most items (below 1.0)
suggest that, for the most part, teachers are consistent in their use of these strategies,
further indicating that these coping methods are widely accepted and effective. The
coping mechanisms described in this table are closely related to well-established
psychological and educational theories, particularly those focusing on emotional
intelligence and stress management in the workplace. Emotional intelligence (EI) theory,
as proposed by Daniel Goleman, emphasizes the importance of self-awareness, empathy,
and the ability to manage interpersonal relationships

judiciously and empathetically. In the context of this study, several of the coping
mechanisms listed reflect core aspects of emotional intelligence. For instance, listening to
students’ problems for guidance and referral (item 2) requires teachers to exercise
empathy and emotional understanding, both of which are central to emotional
intelligence. Similarly, feeling aware of the emotions of peers and students (item 4) aligns
with the concept of social awareness, another component of Goleman’s EI framework.

Moreover, theories of coping, such as those developed by Lazarus and Folkman,

provide a useful lens for understanding the strategies teachers employ. Their model
distinguishes between problem-focused coping (which involves addressing the problem
causing the stress) and emotion-focused coping (which involves managing the emotional
response to the stressor). Many of the mechanisms in this table—such as finding
alternatives when confronted with problems (item 6)—fall under the category of
problem-focused coping, suggesting that teachers prefer to take active steps to resolve
issues rather than avoid them. Emotion-focused strategies, such as welcoming
constructive criticism (item 8), indicate a willingness to manage emotional responses in a
healthy and productive way.

Research by Kyriacou (2001) further supports these findings, as his studies on

teacher stress emphasize the critical role of coping strategies in maintaining teacher well-
being. Kyriacou found that teachers who employ a variety of coping strategies, including
seeking social support and problem-solving, are better able to manage stress and prevent
burnout. The data in this table echoes these findings, as the frequently applied coping
mechanisms suggest that teachers in this study are actively engaged in both problem-
solving and emotional regulation.

In conclusion, the table provides a comprehensive view of the coping mechanisms

secondary school teachers frequently employ to manage the complexities of their
professional environment. The highest-ranked mechanisms, such as recognizing
trustworthy students and finding alternatives when faced with challenges, reflect a focus
on trust, problem-solving, and proactive engagement with both students and workplace
challenges. The consistent application of these strategies suggests that teachers in this
study are highly attuned to their environment and use a variety of coping methods to
navigate the pressures of their roles. This data is particularly valuable for educational
administrators, policymakers, and professional development trainers, as it highlights
areas where teachers may benefit from additional support or resources. For example, the
high ranking of student-related coping mechanisms indicates that providing teachers with
further training in emotional intelligence, counseling skills, and student management may
enhance their ability to cope with the stresses of their role. Furthermore, fostering
collaborative environments where teachers can share coping strategies may be beneficial,
especially given the variability in responses to working with similarly dedicated
colleagues.

References:
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.
Bantam Books (https://www.apa.org/pubs/books/4600102)
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational
Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies
in the teaching profession—What do teachers say? International Education
Studies, 8(3), 181-192. https://doi.org/10.5539/ies.v8n3p181)
Montgomery, C., & Rupp, A. A. (2005).A meta-analysis for exploring the diverse
causes and consequences of stress in the teaching profession. Educational
Psychology, 25(1), 51-70. https://doi.org/10.1080/0144341042000290289)
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer
Publishing Company (https://doi.org/10.1007/978-1-4419-1005-9)
 WESTERN MINDANAO STATE UNIVERSITY
COLLEGE OF LIBERAL ARTS
Zamboanga City

Filename: Exercises 11 ((Empas, April Mae W. BA ELS 3A)

Coping Mechanism of Secondary School Teachers on Supervisory

The table presents data gathered from a survey of secondary school teachers
regarding their coping mechanisms specifically related to supervisory tasks. Supervisory
duties in education encompass a broad range of responsibilities beyond the classroom,
such as managing student behavior, mentoring other teachers, enforcing school rules, and
ensuring that both classroom and school-wide operations run smoothly. These
supervisory duties are integral to maintaining a positive and effective learning
environment. However, these additional roles often come with increased challenges,
including managing complex emotional dynamics, resolving conflicts, and navigating
interpersonal relationships with both students and colleagues. Therefore, it is essential
that teachers develop and employ specific coping mechanisms to effectively manage the
pressures of supervision.

Brouwers and Tomic (2000) conducted a longitudinal study examining the

relationship between classroom management and self-efficacy in managing interpersonal
conflicts between teachers and students. The authors found that unresolved student-
teacher conflicts often lead to increased stress, and when left unchecked, can contribute
to teacher burnout. Their study highlights that cognitive-behavioral techniques and
emotion-focused strategies, such as reframing negative situations and managing
emotional responses, are effective in mitigating the stress associated with supervisory
roles.

Jennings and Greenberg (2009) explored the role of emotional intelligence in

enhancing teachers’ supervisory effectiveness. They emphasize the importance of
emotional competence in managing the interpersonal dynamics inherent in supervision.
Teachers with high emotional intelligence are better equipped to handle difficult
situations, such as resolving conflicts among students or between colleagues. The authors
argue that teachers who possess the ability to regulate their emotions can create a more
positive classroom climate and prevent stress from escalating. Emotional coping
strategies, such as maintaining a positive outlook or self-reflection, are crucial in helping
teachers manage supervisory duties, particularly when faced with challenging student
behavior or staff disagreements.

In addition, Tschannen-Moran and Hoy (2001) focused on how trust and conflict
resolution skills play a role in teacher stress management during supervisory tasks. Their
research found that teachers who invest in building trusting relationships with colleagues
and students are better able to navigate the pressures of supervision. These teachers often
engage in problem-focused coping by proactively addressing issues as they arise and
seeking solutions that benefit all parties involved.

The table highlights nine coping mechanisms that teachers commonly use to
address the unique challenges associated with their supervisory responsibilities. The
results are presented in terms of mean scores and standard deviations. The mean scores
reflect the frequency with which each coping strategy is applied, while the standard
deviations illustrate the variability in how consistently these strategies are used across
different teachers. Understanding these coping mechanisms is crucial for improving
supervisory practices in educational settings, as it helps identify the strategies that are
most effective and most widely adopted. This information can inform both professional
development initiatives and institutional policies aimed at supporting teachers in their
supervisory roles.

TABLE 11 Responses on Coping Mechanism Applied on Supervisory

No. Items Mean Standard Response Rank

Deviation Equivalent
1 Uses abilities and talents 4.34 .719 Frequently 2
in the job. Applied
2 Respects students for their 4.54 .708 Always 1
loyalty in return. Applied
3 Awards and recognizes 4.29 .679 Frequently 3
achievers I the classroom. Applied
4 Recognizes emotions of 4.25 .624 Frequently 4
other when supervising Applied
them .
5 Fascinates by new and 4.11 .923 Frequently 5
positive concepts and Applied
opinions.
6 Effects the developmental 4.04 .875 Frequently 6
change in the academe. Applied
7 Minimizes tardiness of 3.77 1.214 Frequently 8
student in coming to Applied
school by way of
coaching.
8 Criticizes faculty personal 3.07 1.185 Moderately 9
ideas, opinion and Applied
behavior constructively.

9. Listens to the justification 3.79 .852 Frequently 7

of the faculty of their side. Applied
 The highest-ranked coping mechanism, with a mean score of 4.54, is "respecting
students for their loyalty in return." This strategy is categorized as "Always Applied,"
indicating that mutual respect between teachers and students is a cornerstone of effective
supervision. Teachers understand the importance of fostering trust and mutual respect
with their students, as it helps create a cooperative and supportive classroom
environment. When students feel respected, they are more likely to reciprocate that
respect by following classroom rules and meeting academic expectations. The low
standard deviation of 0.708 indicates that this approach is consistently applied across
most teachers, suggesting that mutual respect is universally viewed as a critical
component of successful supervision. By treating students with respect, teachers can
reduce classroom stress and create a positive learning environment, making supervisory
tasks less burdensome.

The second-ranked coping mechanism, "using abilities and talents in the job," has
a mean score of 4.34. This finding reflects the confidence that teachers have in leveraging
their unique skills and strengths to address the challenges of supervision. By relying on
their personal abilities, teachers feel more empowered to handle difficult situations and
meet the demands of their supervisory roles. This approach not only reduces stress but
also enhances job satisfaction, as teachers feel competent and capable in their positions.
The standard deviation of 0.719 indicates that while most teachers frequently apply this
strategy, there is some variability in how it is used. This may be due to differences in
experience, training, or the specific contexts in which teachers operate. Nevertheless, the
data suggests that using one’s talents is a key coping mechanism that helps teachers
navigate the complexities of supervision effectively.

A third coping mechanism that is frequently employed is "awarding and

recognizing achievers in the classroom," with a mean score of 4.29. Recognizing student
achievements is an important component of positive reinforcement, a technique that
encourages continued good behavior and academic performance. Teachers often use this
strategy to motivate students and create a supportive classroom atmosphere. By publicly
recognizing student accomplishments, teachers foster a culture of achievement, which
helps reduce potential behavioral issues and improves overall class morale. The low
standard deviation of 0.679 further suggests that this strategy is widely applied across
different teachers, reinforcing its value as an effective supervisory tool. Positive
reinforcement not only enhances student engagement but also makes supervisory tasks
more manageable by minimizing disruptions and encouraging a constructive learning
environment.

At the lower end of the ranking is the coping mechanism "criticizing faculty
members' personal ideas, opinions, and behaviors constructively," which has a mean
score of 3.07. This strategy is categorized as "Moderately Applied," indicating that while
some teachers engage in constructive criticism, many are hesitant to do so regularly. The
relatively high standard deviation of 1.185 suggests significant variability in how often
this approach is used, reflecting that some teachers may be uncomfortable offering
critical feedback, particularly when it involves peers or colleagues. The reluctance to
provide constructive criticism may stem from concerns about maintaining positive
working relationships or avoiding conflict, especially in tight-knit school communities.
The data suggests that while constructive criticism is recognized as a valuable coping
strategy, it is not consistently applied, likely due to varying levels of comfort with
addressing conflict in a professional setting.

Another notable finding is the seventh-ranked coping mechanism, "listening to the

justification of faculty members," which has a mean score of 3.79. This suggests that
teachers are generally willing to engage in open dialogue and consider the perspectives of
their colleagues before making decisions. Listening to others’ justifications reflects a
collaborative approach to supervision, where teachers seek to understand the motivations
and reasoning behind their colleagues’ actions. The moderate standard deviation of 0.852
indicates that while this strategy is relatively common, there is some inconsistency in its
application. This could be due to differing levels of trust or communication within faculty
teams, or it may reflect varying comfort levels with engaging in open discussions about
professional practices.

The coping mechanisms identified in the table can be understood within the
framework of several established theories of leadership, stress management, and teacher
supervision. One relevant theory is the *transformational leadership* model, as
articulated by Leithwood and Jantzi (2006). Transformational leadership emphasizes the
role of leaders in inspiring and motivating others through personal example, recognition
of individual contributions, and fostering a sense of collective purpose. This theory is
reflected in the frequent use of recognition and awards for student achievements, as seen
in item 3. By recognizing student accomplishments, teachers not only motivate students
to continue performing well but also create an environment of positive reinforcement,
which reduces stress and fosters a productive learning atmosphere. Transformational
leadership encourages teachers to adopt a supportive and inspiring approach to
supervision, which aligns with the high-ranking coping mechanisms identified in the
table.

Another relevant theoretical framework is the *transactional model of stress and

coping*, developed by Lazarus and Folkman (1984). This model differentiates between
problem-focused coping, which involves directly addressing the source of stress, and
emotion-focused coping, which involves managing emotional responses to stress. Several
of the coping mechanisms identified in the table can be understood through this lens. For
example, "respecting students for their loyalty" (item 2) and "recognizing emotions when
supervising others" (item 4) are emotion-focused strategies that help teachers manage the
emotional demands of supervision by fostering positive relationships and maintaining
empathy. On the other hand, "using abilities and talents" (item 1) and "minimizing
tardiness through coaching" (item 7) are more problem-focused approaches, where
teachers actively engage in solving practical issues related to their supervisory roles. By
employing a mix of both problem-focused and emotion-focused coping strategies,
teachers can effectively manage the multifaceted challenges of supervision and reduce the
overall stress associated with these tasks.

Folkman and Moskowitz (2004) The “cognitive appraisal theory” is also relevant
to the findings, as it highlights the importance of how individuals assess and interpret
stressors in their environment. According to this theory, individuals who appraise their
situation positively are more likely to cope effectively with stress. In this context,
teachers who use strategies such as "using abilities and talents" (item 1) demonstrate a
positive appraisal of their role, as they focus on their strengths and capabilities to manage
the demands of supervision. This positive outlook enables teachers to approach their
supervisory responsibilities with confidence and resilience, mitigating the impact of
stress and improving their overall well-being.

Research by Wong, Wong, and Scott (2006) on coping and stress management
among teachers further supports the findings in the table. Their study emphasizes the
importance of adopting both emotion-focused and problem-focused coping strategies to
reduce stress and improve job satisfaction. The research highlights that teachers who
maintain respectful relationships with students and colleagues (as seen in item 2) and
those who rely on their talents and abilities (item 1) report lower levels of stress and
greater satisfaction in their roles. This aligns with the coping mechanisms identified in
the survey, particularly those that focus on fostering positive relationships and using
personal strengths to navigate supervisory challenges.

The data presented in the table provides valuable insights into the coping
mechanisms that secondary school teachers employ to manage the demands of their
supervisory roles. The most frequently applied strategies, such as respecting students and
using personal talents, emphasize the importance of mutual respect and self-efficacy in
reducing the stress associated with supervision. These findings suggest that emotional
intelligence, positive reinforcement, and leveraging personal strengths are key
components of successful supervisory practices. Teachers who prioritize mutual respect
and rely on their unique skills are better equipped to handle the complexities of their
roles, leading to a more positive and productive school environment.

At the same time, the lower-ranking strategies, such as constructive criticism,

reveal that some teachers may struggle with addressing conflicts directly. This may be
due to concerns about maintaining harmonious relationships with colleagues or a lack of
confidence in handling difficult interpersonal situations. These findings highlight the
need for professional development opportunities that focus on enhancing teachers’
conflict resolution and communication skills. By providing teachers with the tools and
training they need to navigate challenging situations effectively, schools can create a
more supportive and collaborative work environment.
 In conclusion, secondary school teachers rely on a combination of emotion-
focused and problem-focused coping mechanisms to manage their supervisory
responsibilities. The most effective strategies are those that emphasize mutual respect,
recognition, and self-confidence, as these approaches help teachers maintain a positive
outlook and reduce the stress associated with supervision. By supporting teachers in
developing these skills further, schools can create a more cohesive and supportive
environment, ultimately benefiting both educators and students.

References
Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review
of Psychology, 55, 745-774.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-
scale reform: Effects on students, teachers, and their classroom practices.
School Effectiveness and School Improvement, 17(2), 201-227.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer
Publishing Company.
Wong, P. T. P., Wong, L. C. J., & Scott, C. (2006). Coping with stress: The role of
positive orientation. Springer Publishing Company
C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-
lived (pp. 185-208). American Psychological Association.
 WESTERN MINDANAO STATE UNIVERSITY
COLLEGE OF LIBERAL ARTS
Zamboanga City

Filename: Exercises 12 ((Empas, April Mae W. BA ELS 3A)

Coping Mechanism of Secondary School Teachers on School Work

The table presented provides a detailed summary of the responses gathered from
secondary school teachers about the coping mechanisms they frequently apply in relation
to their schoolwork. Teachers operate in high-pressure environments where they are
constantly juggling responsibilities such as administrative tasks, managing large groups
of students, dealing with classroom behavior, handling assessments, and navigating
personal and professional challenges. Given these demands, the ability to cope effectively
becomes essential not only for maintaining productivity but also for preserving emotional
well-being. Without proper coping mechanisms, teachers are at risk of burnout, emotional
exhaustion, and decreased job satisfaction, all of which can have a negative impact on
their performance and the learning environment they create for students.

Antoniou et al. (2013) conducted a study on the occupational stress experienced

by teachers, specifically highlighting how workload and classroom management are key
stressors. Teachers who adopted problem-focused coping strategies, such as prioritizing
tasks, breaking them into manageable steps, and delegating certain responsibilities,
reported better outcomes in terms of both job performance and emotional well-being.
Time management was cited as a crucial skill in reducing schoolwork stress, allowing
teachers to maintain productivity without feeling overwhelmed.

Borg and Riding (1991) explored how secondary school teachers handle the
demands of grading, lesson preparation, and classroom behavior management. Their
research indicates that teachers who utilize organizational strategies—such as
maintaining clear schedules, setting achievable goals, and organizing tasks—are better
able to cope with workload stress. Teachers who combine these strategies with emotional
coping, such as engaging in prayeror mindfulness techniques, are more likely to remain
resilient in the face of chronic workload pressures.

A complementary study by Kyriacou (2001) also found that teachers often turn to
collegial support when faced with overwhelming workloads. By engaging in peer
discussions or seeking advice from colleagues, teachers create a supportive network that
helps mitigate stress. This social support acts as both a problem-focused and emotion-
focuse* coping mechanism, providing practical solutions and emotional reassurance.

The table highlights various strategies that teachers utilize to manage their school-
related tasks and challenges. These coping mechanisms range from emotional self-
regulation and problem-solving techniques to effective communication and maintaining
interpersonal relationships. Each item in the table is evaluated with a mean score and
standard deviation, which provides a quantitative measure of how often teachers employ
these strategies and how consistently their peers apply the same coping mechanisms. This
level of analysis is crucial for understanding which coping mechanisms are most common
and effective among secondary school teachers, and which areas may need more attention
or support from school administration.

The coping mechanisms identified include, but are not limited to, working with
highly dedicated students, resolving conflicts or issues effectively, finding acceptable
compromises, maintaining self-confidence and respect, and communicating clearly. The
data from this table can help educational institutions better understand the ways in which
teachers navigate the demands of their roles and pinpoint areas where additional support
or training may be beneficial.

TABLE 11 Responses on Coping Mechanism Applied on School Work

No. Items Mean Standard Response Rank

Deviation Equivalent

1 Prepares working with 4.32 .735 Frequently 2

students who are very much Applied
dedicated to learning.

2 Knows how to deal and be 4.33 .628 Frequently 1

happy with the problems Applied
after resolution.
3 Seeks mutually acceptable 4.05 .620 Frequently 5
compromise and proper Applied
dealing.
 4 Always feel confident, self- 4.01 .740 Frequently 6
respect, goal oriented and Applied
values for coping stress.

5 Feels relaxed, happy and 4.16 .823 Frequently 3

motivated. Applied

6 Speaks clear voice to 4.15 .813 Frequently 4

communicate the message Applied
effectively.

Based on the data in the table, the most frequently applied coping mechanism,
ranked number 1, is "knowing how to deal with and be happy with problems after
resolution," which received a mean score of 4.33 and a standard deviation of 0.628. This
high ranking suggests that teachers not only prioritize problem-solving but also place a
significant emphasis on emotional resolution—feeling content once the issue has been
dealt with. This coping strategy reflects a problem-focused approach, wherein teachers
actively seek solutions to challenges and derive satisfaction from their ability to
overcome difficulties. The low standard deviation indicates that there is consistency
across the respondents, showing that the majority of teachers regularly employ this
approach to cope with their professional responsibilities.

The second most frequently applied strategy, with a mean score of 4.32 and a
standard deviation of 0.735, involves preparing to work with students who are highly
dedicated to learning. This suggests that teachers draw strength and motivation from the
commitment of their students. Working with students who exhibit dedication to their
studies may ease the teaching process, as these students are more likely to engage with
lesson material, participate in discussions, and demonstrate good behavior. As a result,
teachers feel more supported in their roles, reducing the overall stress and frustration that
often accompany classroom management. The slightly higher standard deviation
compared to the first item suggests there is a bit more variability in how consistently this
coping mechanism is applied, likely due to differences in student populations across
schools.

At the lower end of the rankings, item 6 focuses on the importance of teachers
feeling confident, maintaining self-respect, being goal-oriented, and valuing coping
strategies. This item, with a mean score of 4.01 and a standard deviation of 0.740, still
ranks as "frequently applied," but its slightly lower position suggests that confidence and
goal-setting may be influenced by external factors, such as the support teachers receive
from school administration or the behavior of their students. The standard deviation
shows moderate consistency in responses, indicating that while confidence is an
important coping strategy, it may vary depending on personal experiences, workload, or
other situational factors.
 Another key coping mechanism highlighted in the table is clear communication,
which ranks fourth, with a mean score of 4.15. The ability to communicate effectively—
whether with students, colleagues, or administrators—is essential for reducing
misunderstandings and handling situations efficiently. Teachers who communicate clearly
are better able to convey expectations, manage classroom dynamics, and seek out support
when needed. This mechanism is critical for maintaining a healthy, productive work
environment and minimizing unnecessary stress caused by communication breakdowns.

The coping mechanisms outlined in this table align with several well-known
theories of stress management and coping, which can provide deeper insights into the
psychological processes behind these strategies. One prominent theory is Lazarus and
Folkman’s transactional model of stress and coping. This model suggests that coping is a
dynamic process that involves both the individual's cognitive appraisal of the stressor and
their subsequent coping responses. On the other hand, emotion-focused coping is also
evident in the data, particularly in strategies like maintaining self-confidence and feeling
happy after resolving problems. Emotion-focused coping involves managing the
emotional distress associated with stressors rather than attempting to change the situation
itself. By employing this approach, teachers can regulate their emotions, maintain a
positive outlook, and avoid burnout, even when confronted with difficult or unchangeable
situations in their work environment.

Albert Bandura’s theory of self-efficacy also plays a significant role in

understanding how teachers cope with stress. Self-efficacy refers to the belief in one’s
ability to succeed in specific situations, and this belief strongly influences how
individuals approach challenges and stressful circumstances. Item 4 in the table, which
focuses on teachers' confidence and goal orientation, reflects the importance of self-
efficacy in managing stress. Teachers with higher self-efficacy are more likely to believe
they can cope with difficult situations, and this positive mindset encourages them to
persevere in the face of adversity. In addition to these coping theories, Goleman’s
*emotional intelligence* theory is particularly relevant to the strategies involving
interpersonal relationships and communication. Emotional intelligence (EQ) is the ability
to recognize, understand, and manage one's own emotions, as well as the emotions of
others. Items such as speaking clearly (item 6) and finding compromises (item 3)
demonstrate the high level of emotional intelligence required in teaching. Teachers who
possess strong emotional intelligence are better equipped to navigate the social
complexities of the classroom, manage conflicts effectively, and build positive
relationships with both students and colleagues. Emotional intelligence has been shown
to correlate with better stress management and greater overall well-being, making it an
essential component of effective coping.

In conclusion The data presented in this table reveals several key insights into
how secondary school teachers cope with the stress associated with their professional
responsibilities. The most frequently applied coping mechanisms focus on effective
problem-solving, emotional regulation, and maintaining positive interactions with
students. These strategies reflect a combination of both problem-focused and emotion-
focused coping approaches, indicating that teachers not only work to resolve issues
directly but also take steps to manage their emotions and maintain a positive mindset.
Teachers also derive motivation and reduced stress from working with dedicated students,
which emphasizes the importance of fostering a classroom environment that promotes
student engagement and commitment to learning. On the other hand, the slightly lower
rankings of items such as confidence and self-respect suggest that these aspects of coping
may be more variable and dependent on external factors, such as the level of support
teachers receive from administrators or the behavior of their students. the data highlights
the need for educational institutions to support teachers by providing resources and
professional development opportunities that focus on enhancing problem-solving skills,
emotional intelligence, and effective communication. By investing in these areas, schools
can help teachers maintain their well-being, reduce the risk of burnout, and create a more
supportive, productive educational environment for both educators and students.

References:
Antoniou, A. S., Ploumpi, A., & Ntalla, M. (2013).Occupational stress and professional
burnout in teachers of primary and secondary education: The role of coping
strategies. Psychology, 4(3A), 349-355.
(https://doi.org/10.4236/psych.2013.43A051)
Borg, M. G., & Riding, R. J. (1991). Stress in teaching: A study of occupational stress
and its determinants, job satisfaction and career commitment among
primary schoolteachers.Educational Psychology, 11(1), 59-75.
(https://doi.org/10.1080/0144341910110104)
Bandura, A. (1997). Self-efficacy: The exercise of control W.H. Freeman.
(https://doi.org/10.4324/9780203765428)
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.
Bantam Books https://www.apa.org/pubs/books/4600102)
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational
Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. [Springer
Publishing Company. https://doi.org/10.1007/978-1-4419-1005-9)
 WESTERN MINDANAO STATE UNIVERSITY
COLLEGE OF LIBERAL ARTS
Zamboanga City

Filename: Exercises 13 (Empas, April Mae W. BA ELS 3A)

Coping Mechanism of Secondary School Teachers on Personal

Secondary school teachers navigate a highly demanding professional

environment, juggling both teaching responsibilities and administrative tasks. These
demands often lead to elevated levels of stress, making it essential for teachers to develop
and apply effective coping mechanisms. These strategies are not only crucial for
maintaining personal mental health but also for ensuring sustained professional
performance. The ability to manage stress positively influences teachers' interactions with
students, the quality of instruction, and their overall job satisfaction.

Richards (2012) explored how self-care strategies, such as mindfulness,

meditation, physical exercise, and social support, contribute to maintaining teachers’
personal well-being. Teachers who engaged in these practices reported higher levels of
job satisfaction and lower levels of stress. The research highlights that emotion-focused
coping mechanisms, including prayer and positive thinking, play a pivotal role in helping
teachers manage the emotional burdens they face.
 Skaalvik (2017) “emotion-focused”-- This strategy aims at managing emotions
rather than tackling the stressor directly. For example, meditation, prayer, or maintaining
a positive outlook helps teachers control their emotional responses when facing stressors
that are beyond their immediate control, such as systemic school issues or disruptive
students--, such as meditation, prayer, and maintaining a positive mental attitude, aim to
regulate emotional responses to stress. These methods are particularly effective when
teachers face stressors that are beyond their immediate control, such as systemic issues
within the school or challenging student behavior. By focusing on internal emotional
regulation, teachers can maintain their resilience and continue to perform well despite
external pressures.

This approach helps them stay calm and maintain their psychological well-being
or Jennings (2009) “problem-focused”--This approach involves taking action to address
the cause of the stress. For teachers, this might mean focusing on solutions to classroom
management issues, reorganizing their schedules, or seeking advice from colleagues. It's
useful when the stressor is something they can directly influenc-- such as focusing on
solutions and gaining perspective, involve taking practical steps to address stressors.
These strategies are employed when teachers feel that the stressor is within their capacity
to manage, such as organizing time better or finding ways to improve classroom
engagement. The fact that both types of coping are frequently applied suggests that
teachers are highly adaptable, able to shift between managing emotions and solving
problems based on the specific challenges they encounter.

Table below provides a detailed breakdown of the various coping mechanisms

that secondary school teachers frequently use on a personal level. The table presents
statistical data, including mean scores and standard deviations, which offer insight into
how often these coping strategies are employed. By understanding these responses, we
gain a clearer view of the personal resilience strategies that educators use to navigate the
challenges of teaching

TABLE 13 Responses on Coping Mechanism Applied on Personal

No. Items Mean Standard Response Rank

Deviation Equivalent
1 Enjoys relaxation by 4.17 .695 Frequently 4
himself. Applied

2 Put things aside for a while 3.82 .839 Frequently 5

to get proper perspective. Applied

3 Focuses on the best 4.22 .736 Frequently 3

solutions when problems Applied
occur.
4 Understands the concept of 4.30 .702 Frequently 2
positive mental attitude. Applied
 5 Reduces worries, guilt. And 3.67 .643 Frequently 6
tensions on financial Applied
matters.
6 Engages in meditation and 4.37 .621 Frequently 1
prayer. Applied

The results of Table above offer an in-depth perspective on the personal coping
mechanisms secondary school teachers employ. Notably, the highest-ranked strategy is
"Engages in meditation and prayer" (mean = 4.37, SD = .621). This suggests that many
teachers place great importance on spiritual or reflective practices as a means of coping
with stress. The high frequency of this coping mechanism could point to the role of
mindfulness and spiritual well-being as a stabilizing force, helping teachers manage the
emotional demands of their profession. The low standard deviation (.621) indicates that
this is a shared coping approach across the teaching community, further underscoring its
perceived effectiveness in maintaining emotional balance.

The second-highest strategy is "Understands the concept of positive mental

attitude" (mean = 4.30, SD = .702). This indicates that teachers recognize the value of
cultivating an optimistic outlook as an essential tool for coping with stress. A positive
mental attitude involves reframing difficult situations, emphasizing the possible benefits,
and focusing on one's strengths. This strategy's popularity suggests that teachers believe
in the power of mental resilience and view an optimistic perspective as key to
overcoming challenges.

"Focusing on the best solutions when problems occur" (mean = 4.22, SD = .736)
ranks third. This demonstrates a preference for problem-focused coping, where teachers
actively seek to address and resolve issues rather than letting stress fester. Problem-
solving as a coping strategy involves direct action, such as organizing one's time more
effectively, seeking advice from colleagues, or using creative methods to manage
classroom difficulties. This approach shows that many teachers feel empowered to deal
with certain stressors, particularly those that are within their control, such as classroom
management or lesson planning.

An interesting observation is the ranking of "Put things aside for a while to gain
proper perspective" (mean = 3.82, SD = .839). Although this method allows teachers to
temporarily disengage from stressful situations to gain clarity, its lower ranking indicates
that it may not be as frequently employed as other strategies. This could reflect a
tendency among teachers to prefer immediate resolution of stressors, fearing that
postponing action might allow problems to escalate.

Finally, the lowest-ranked item is "Reduces worries, guilt, and tensions on

financial matters" (mean = 3.67, SD = .643). This implies that while financial concerns
are acknowledged as a stressor, teachers may feel less equipped to manage these
challenges directly. The lower usage of financial coping mechanisms might be due to the
complexity of financial stress, which may seem less solvable through personal coping
methods alone. This suggests that additional institutional or community support could be
necessary to help teachers address this area of stress.

The coping strategies identified in Table 13 can be best understood through the
lens of Lazarus and Folkman's Transactional Model of Stress and Coping (1984). This
model views stress as a process involving two main stages: “Appraisal” Montgomery
(2005) —the first step is how the individual evaluates or "appraises" the situation. Here, a
teacher might assess whether a stressful event, like managing a difficult classroom, is a
threat (something harmful or overwhelming) or a challenge (something they can
overcome). This judgment influences how they will react. and “coping”. Individuals first
appraise a stressor, deciding whether it poses a threat or challenge. They then select
coping strategies based on this appraisal, which can be either Skaalvik (2017) “emotion-
focused”-- This strategy aims at managing emotions rather than tackling the stressor
directly. For example, meditation, prayer, or maintaining a positive outlook helps teachers
control their emotional responses when facing stressors that are beyond their immediate
control, such as systemic school issues or disruptive students. This approach helps them
stay calm and maintain their psychological well-being or Jennings (2009) “problem-
focused”--This approach involves taking action to address the cause of the stress. For
teachers, this might mean focusing on solutions to classroom management issues,
reorganizing their schedules, or seeking advice from colleagues. It's useful when the
stressor is something they can directly influence.

The data suggest that secondary school teachers employ a balanced combination
of both emotion-focused and problem-focused coping strategies. “Emotion-focused
coping” mechanisms, such as meditation, prayer, and maintaining a positive mental
attitude, aim to regulate emotional responses to stress. These methods are particularly
effective when teachers face stressors that are beyond their immediate control, such as
systemic issues within the school or challenging student behavior. By focusing on
internal emotional regulation, teachers can maintain their resilience and continue to
perform well despite external pressures. On the other hand, “problem-focused coping”
strategies, such as focusing on solutions and gaining perspective, involve taking practical
steps to address stressors. These strategies are employed when teachers feel that the
stressor is within their capacity to manage, such as organizing time better or finding ways
to improve classroom engagement. The fact that both types of coping are frequently
applied suggests that teachers are highly adaptable, able to shift between managing
emotions and solving problems based on the specific challenges they encounter.

This flexibility in coping reflects the complex nature of the teaching profession,
where teachers must navigate a variety of stressors, some controllable and others not. The
ability to adapt coping mechanisms based on the situation is key to sustaining long-term
well-being in a demanding environment.
In Conclusion, The data from Table 13 highlight the diverse coping mechanisms that
secondary school teachers employ to manage personal stress, with a clear emphasis on
both spiritual and practical strategies. The most frequently applied mechanisms include
engaging in meditation and prayer, maintaining a positive mental attitude, and focusing
on solutions when problems arise. These findings suggest that teachers are proactive in
managing their stress, using both emotional and problem-solving approaches to handle
the pressures of their profession. However, the lower application of financial coping
strategies indicates that teachers may need additional support in managing financial
stress. This area of concern, though frequently acknowledged, appears to be less
effectively addressed through personal coping mechanisms alone. Furthermore, the
moderate use of temporary disengagement to gain perspective suggests that teachers may
feel a sense of urgency in addressing stressors directly, rather than postponing action.
Overall, the data point to the resilience of secondary school teachers, who demonstrate a
high level of adaptability in their coping strategies. By relying on a mix of emotion-
focused and problem-focused approaches, they are able to navigate the complex
challenges of their profession while maintaining their mental health and emotional well-
being. These findings underscore the importance of providing ongoing support,
professional development, and resources to help teachers manage the multifaceted
stressors of their work effectively.

References

Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. The
Educational Forum, 76(3), 299-316.
https://doi.org/10.1080/00131725.2012.682837
Folkman, S., & Lazarus, R. S. (1984). Stress, Appraisal, and Coping. Springer
Publishing Company. Retrieved from [https://doi.org/10.1007/978-1-4419-1005-
9](https://doi.org/10.1007/978-1-4419-1005-9)
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational
Review, 53(1), 27-35. Retrieved from
[https://doi.org/10.1080/00131910120033628](https://doi.org/10.1080/001319101
20033628)
Montgomery, C., & Rupp, A. A. (2005). A Meta-Analysis for Exploring the Diverse
Causes and Effects of Stress in Teachers. Canadian Journal of Education,
28(3), 458-486. Retrieved from
[https://www.jstor.org/stable/4126470](https://www.jstor.org/stable/4126470)
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy:
Relations and consequences. Educational Research, 59(3), 241-251. Retrieved
from
[https://doi.org/10.1080/00131881.2017.1281221](https://doi.org/10.1080/001318
81.2017.1281221)
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social
and Emotional Competence in Relation to Student and Classroom Outcomes.
Review of Educational Research, 79(1), 491-525. Retrieved from
[https://doi.org/10.3102/0034654308325693](https://doi.org/10.3102/0034654308
325693